The mayor thinks what he wants and expresses himself in whatever way he chooses. No one need comment on his incredible statement because it speaks very loudly on its own about what kind of man is running New York City and the New York City schools.

But the mayor is right about one thing. My union is refusing to cave into his and the state’s demand that we accept a teacher-rating system that is largely based on student performance on standardized tests.

The NY Post reports that teachers who rate poorly on the current system are offered satisfactory final ratings if they resign. Teacher evaluations have always been political — one intent of all this testing is to eliminate subjective rating, but it just moves it into sleazier territory. What the City is saying, in essence, is we think you’re a bad teacher but we’ll tell some other district that you apply to that you’re an okay teacher and let them take their chances. Doubly dishonest, and this is what we model for our students.

The problem is, there is absolutely no way to rate the effectiveness teachers because the result of what we do or don’t do in the classroom is not readily apparent in any meaningful way for several years at best and by then it is impossible to tell what influence any one or collection of teachers had, as if it were ever possible.

In my life, all the really influential teachers retired or died before the fruits of their influence developed enough to become apparent to me, much less anyone else.

The problem is we’re educating for the long run and the powers that be keep trying to assess us on the short run.

It is like judging the health of a business based on its performance in one or two quarters. By that standard, Enron looked fantastic, just like all the slick no-credit-check mega-mortgages and the derivatives based on them. We all know how that turned out

If they really want us to teach for short-term student gains we all can do it, we know how, but that is not what our students need and most definitely is not what our society needs.

Just like in business, taking the long view might not work out as well for the current investors, but is often advantageous for the society as a whole.

This is the detailed explanation of how Race to the Top bribes have caused the state to assess teachers based on, among a very few other things, student performance on standardized tests. Most of it talks about ELA and Math teachers in grades 4-8 because those subject are the ones for which there are currently standardized exams, as faulty as they are (I’m sure you’ve heard of the pineapple problem; the multiple choice math questions, one with two right answers and the other with none).

Teachers will also be assessed by their principal as to whether they have met Student Learning Objectives. All teachers, except pre-K teachers are included, whether or not they teach subjects covered by standardized exams.

There’s a complex explanation of how the percentages of the influence on student learning any one teacher has will be computed. Examples of the math involved in that are not likely to show up on state tests because I doubt whether most mathematicians would understand it.

The document makes very clear that “School librarians and career and technical teachers are teachers in the classroom teaching service and are, therefore, subject to the new law beginning in the 2012-2013 school year.” (page 17)

How are SLOs for Library/Media Specialists established if these teachers do not

have regular classes scheduled and only schedule on-demand/teacher-requested

basis for specific topics and projects? (page 41)

Districts/BOCES will need to determine their specific rules around which courses must have SLOs when contact time varies following the State’s rules and the general principle of including the courses with the most students first and making practical judgments about how to consider different course meeting schedules like those in this example.

American westward expansion is idealized in Emanuel Leutze's famous painting Westward the Course of Empire Takes its Way (1861). (Photo credit: Wikipedia)

It has always been paradox to me that teachers face demands to teach differentially to address learning individualities but only standardized assessment seems to count.

Perhaps there is some confusion. Some people, even some education officials and legislators, seem to think ‘standardized’ refers to holding students to standards, possibly even high ones.

That is not the case.

Standardized just means everyone takes the same test, not for the benefit of students, individually or collectively, but to make it easier for politicians and the media to rank states and districts competitively and mislead parents to think that there is some educational validity to those rankings.

There is not.

Our education system is broken. Taxpayers want to buy an Aston Martin but at Dodge Dart prices. Politicians want to brag or criticize without understanding what they are talking about.

Everyone admires Finland and Singapore but no one wants to make the same investment they make in teacher preparation, ongoing training and providing time for collaboration and reflection. No one seems to care that despite all the wonderful schooling students in Singapore and Finland get, and despite the fact that all those students and their families have adequate housing and healthcare, immigrants still come here, not there, for opportunities for better lives.

That, my friends, is our greatest national asset and its a pity that so few of our leaders are either able to recognize that or willing to acknowledge it.

CATTLE DRIVE - NARA - 543787 (Photo credit: Wikipedia)

We suffer from a failure of leadership. It is not a Democrat problem. It is not a Republican problem. It is a national problem, a continuing and deepening of the long-running fantasy narration of rugged individualism in which we tell ourselves that it is the poor’s fault that they are poor, it is the teacher’s fault that education policies don’t work, and, at those times when crime is high, it is the policeman’s fault for eating donuts instead of battling crooks.

Perhaps someday each of us will take responsibility for the direction our nation is heading, take responsibility for our communities, our neighbors and ourselves. I’ll know when that happens because 90% of the eligible voters will cast ballots and show the politicians and policy makers that we really care. Perhaps then we can start addressing problems, trying to fix problems instead of cynically casting blame for them.

In its infinite wisdom, the New York State Education Department has increased the length of the state ELA and math tests by 50% this year. Now three days each instead of two.

They say that the increase is due to a need to field test questions for future exams based on the Common Core standards.

In other words, they are using our students, our children, as guinea pigs.

Any other field of science requires informed consent before experimenting on human subjects. I’ve never been asked if I consent to the state experimenting on my son. The state is either arrogantly flouting standard scientific procedure or they’re saying my son, and all the other students attending public schools in the state are not human.

Either way, they’re wrong.

I suspect that if asked, they’ll say that sending our children to public schools implies consent.

That’s nonsense.

It is the same as saying that by taking our children to doctors we’re implying consent for them to be used in chemotherapy studies.

I’ve spent part of the past week, and part of a week in February, working in the library of the Ethical Culture School in Manhattan as part of the state-required internship for the MLS degree I am almost done with.

The students at the Ethical Culture School don’t take state tests. Their parents spend $38,000 a year to buy out of them. Yes, somehow, their children get educated and everyone connected with their education knows precisely what each child is learning.

Not many of us can afford to spend $38,000 a year per child for an education that exempts them from state testing that has nothing to do with improving student learning and that also conducts experiments on those students. We have to find a different way to get our sons and daughters out of the grip of the edu-business of standardized exams.

I propose education civil disobedience. We should just keep our children home on testing days. Or if we must send them to school so we can work, teach them to refuse to take the exams.

Yes, it can have a disastrous effect on a school’s AYP if not enough students take the exam. If it happens in one school no one will notice.

If it happens in all the schools in a district people will begin to notice.

And if it happens in a lot of districts our educational leaders will have a decision to make.

They can try to enforce the laws and punish parents, students and schools for the boycott.

An announcement told students and teachers not to move to their 7th period assignment when the bell rang ending sixth period, it was being extended…indefinitely.

I had the high-level 8th grade class, the ones I taught social studies to when they were in the 6th and 7th grades. I’ve written about them before

. We’re comfortable with each other and used the extended time to talk about the high schools they’d be going to in September.

The halls were strangely quiet as we’d been told not to give any passes for any reason during this time.

Like many, if not all schools these days, we have procedures to lock down classes if an unauthorized person gets past security, or if anyone has a gun, but those codes had not been given. It wasn’t even a drill.

We waited.

Finally, after about a fifteen minute delay, everyone moved to their 7th period assignment. I still had no idea why we’d been detained.

That is when the four 8th grade girls came into the library sobbing, wailing, and shaking. I feared the worst, that someone had died, perhaps even a student. The girls were so distraught they couldn’t talk. Finally one calmed down enough to tell me that the boyfriend of one of these girls had gotten so upset about something that girl said to him that he had punched his hand through the wall of the cafeteria. In doing that he had sliced the back of his hand open and was bleeding profusely.

An ambulance arrived to take the boy to the hospital. Only after that, permission to move to 7th period came.

The girls were deeply upset. All four had witnessed the punch. One of the girls, a hold over, older than the other by a year or two, said she’d never seen a boy cry before but the puncher was crying while the nurse and an assistant removed his hand from the wall.

The girls worried that the boy would bleed to death. I said it was highly unlikely, but they told me of pools of blood in the cafeteria. Again, I reassured them, telling them that the body has a lot of blood, can afford to lose a pint or two. I also knew from my frequent blood donations that a pint of blood looks like a really large amount.

Middle school is a difficult time for most students. Bodies are changing, emotions are expanding, interest in members of the opposite gender grows, accompanied by worry about one’s own attractiveness. At the same time, there is little time in their school day to ease up, to reflect, to react to trauma.

Not one of those four girls is a reader. They’ve never checked out a single book in the 12 school months I’ve been the librarian. I don’t have a strong relationship with any of them. Still, they came to the library when they needed a place to react, to emote, to be comforted and reassured.

They came to the library when they needed to feel safe.

Earlier that same day one of the veteran teachers, and not one who has been particularly friendly to me, came in to use copier, looked around, and thanked me “for making the library look and function like a library again.”

New books, organized shelves, new decoration on the walls, automated checkout and an online catalog have made the library a more active, more dynamic, and a more attractive place. I’m proud of what I’ve been able to accomplish in little time and with almost no budget.

But what pleases me most is one of those things that will never show up on any evaluation of how I do my job. There’s no standardized test for it and it is not on any principal’s observation form.

He is a high school senior about to decide what college to attend. One of his criteria is which school to which he’s been accepted has the best program to prepare him for his chosen professional goal.

I very much want my son to be happy in his work because if he is it will not seem like work.

He wants to be a high school English teacher.

I am trying very hard to talk him out of it.

My son loves to read and read at a high school level in fifth grade.

His current English teacher has him co-teaching a couple of lessons in the class. No other student is doing that.

Another of his HS English teachers told my wife and me “the greatest gift I could give my profession would be for your son to become an English teacher.”

Heady stuff, indeed.

My son could possibly be a very good English teacher. That is why I am trying to talk him out of it.

These days, very good is not good enough.

That’s the illogic of the new teacher assessment deal that NY Governor Cuomo pushed for and that the spineless NYSUT (NY State United Teachers) agreed to. Under this plan a teacher rated excellent by his principal and by other local teacher assessments would be rated as ineffective if his students did not show growth on the one day state tests are administered, even though those tests are only supposed to be 40% of the teacher’s rating.

How are we supposed to teach math when our governor and the state teacher union agree that 40% of X is larger than 60% of X?

No matter what else the teacher does, no matter how good he is on the other 179 days of the school year, he cannot be rated as anything other than ineffective if the test scores don’t go up enough. If that happens two years in a row he can be fired, even if he has tenure.

Indicted murderers are presumed innocent until judged guilty by a jury of their peers.
Tenured teachers are presumed ineffective, despite acquittal by their administrators.

How can I let my son become a teacher under a system that is as illogical and as unfair as the one his father will be working under starting next year?

Oh, wait. I’m a librarian. I don’t have students whose test scores can be compared year-to-year. No matter. The school’s total overall test scores will affect my job rating, whether or not most or any of the students come into the library and whether or not I have any influence on their performance on those one day exams.

Earlier this week I wrote a post called Standardized Tests, good for the geese, good for the ganders in which I challenged everyone who has anything to do with the setting of education policy to follow the lead of one stalwart school board member and take the tests they make students take.

Thanks to the Washington Post’sAnswer Sheet column I took an abbreviated version of the Florida 10th grade math and English tests. I did it at 11:30 at night after being up since 5:00AM, working a full day and taking five hours of grad school classes. You’re allowed to use a calculator and look up general equations like Pythagorean or the volume of a cylinder.

I don’t mean to brag, but I did it all in my head without a calculator and without looking anything up. I got perfect scores in both sections of seven questions each, all in about five minutes.

You can take the same mini-test I did or a sample of the Texas, California, New York, Virginia, Washington DC. or Maryland tests. Let me know which ones you took and how you did. And challenge your governor, your school board members, your state department of education administrators, and your president to relive their adolescence by taking the tests and making public the results.